The Bologna Process: The Outcome of Competition Between Europe and the United States and a Stimulus to This Competition

Charlier, Jean-Émile; Croché, Sarah

doi:10.2753/eue1056-4934390401

Cited by 14 publications

(8 citation statements)

References 6 publications

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“…At the same time such a system is to encourage the mobility of students between the universities, as well as the majors, giving the possibility to transfer the existing attainments in the field of education from one country to another. It was assumed that increased mobility of students will influence the competence in the quality of education between the universities, which is an essential element in enhancing the attractiveness and improvement of the competitive position of higher education in Europe [3,4,5,6,7].…”

Section: In Nt Tr Ro Od Du Uc Ct Ti Io On Nmentioning

confidence: 99%

Undergraduate Studies in Physical Education in Students' Opinion

Buchta

Lisicki

2011

Polish Journal of Sport and Tourism

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Undergraduate Studies in Physical Education in Students' OpinionIntroduction. The aim of this study was to assess the effects of the undergraduate studies in physical education at the Academy of Physical Education and Sport (APE&S) in Gdańsk and Faculty of Physical Education and Sport (FPE&S) in Biała Podlaska of the Warsaw University of Physical Education (UPE). Material and methods. The study included a total of 247 last semester students of full-time education course. The paper uses a method of diagnostic survey with auditorium questionnaire technique. Referring to the provisions of the Bologna Declaration on the implementation of two-degree studies and based on students' opinions, research was conducted in form of comparative studies. Evaluation included circumstances of the choice of study, conditions of study, expectations of respondents to the education and degree of their implementation. Results. Subjects taking physical education studies are mainly motivated by interests. They hoped to gain knowledge and skills for further education and professional competence. They highly appreciated the degree of fulfilment of expectations in this regard. Conclusions. There was a large convergence of views presented by students of both universities on the education process and its outcomes.

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Section: In Nt Tr Ro Od Du Uc Ct Ti Io On Nmentioning

confidence: 99%

Undergraduate Studies in Physical Education in Students' Opinion

Buchta

Lisicki

2011

Polish Journal of Sport and Tourism

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“…For example, in Hungary, 1,200 undergraduate programmes were reduced to 135 Bachelor and 190 Master programme (Alesi, Rosznyai, & Szanto, 2007). However, this move is often criticized as the country's attempt to cut down on education expenditure particularly in staff resources (Charlier & Croche, 2007). The implementation of the two-tiered system in the Bologna Process involves the unification of programme structure (i.e.…”

Section: The Bologna Processmentioning

confidence: 99%

Faculty Perspectives on the “3+3+4” Curriculum Reform in Hong Kong: A Case Study

Chan¹,

Luk²

2013

IES

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Curriculum reform in higher education has been taking place in many countries, with much attention paid to many such as the national-level Bologna process in Europe, institutional-level Melbourne Model in Australia and discipline-level Engineering Criteria 2000 (EC2000). This paper gives a detailed account of the reform initiatives taking place in the recent Hong Kong educational system and in particular, focusing on a research-intensive university in Hong Kong through literature and consultations. Being aware that teachers often face challenges in dealing with curriculum changes, this small-scale study aims to identify areas which faculty members require assistance in their professional development by investigating university teachers' perception of the curriculum reform in the Science discipline. Through quantitative and qualitative methods, it was also found that academics expressed doubts towards the implementation of outcome-based and student-centered learning approaches in the new curriculum despite their understanding of these concepts.

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“…The overriding influence of the United States and Europe on science and the academic sphere gives them tremendous historical responsibilities. They must both remember the goals of science, to organise the regulation of the scientific world, and ban unacceptable behaviour (Charlier & Croché, 2007). New academic hubs being set up in other world regions will necessarily promote different types of behaviours.…”

Section: Resultsmentioning

confidence: 99%

“…One of the main objectives of the Bologna Process was to strengthen the attractiveness of European universities worldwide and to organise resistance against the growing influence of US universities. Each year, more and more researchers left European research centres to join US teams (Charlier & Croché, 2007). This objective of improving Europe's position in international competition and of attracting the best scientists was long overshadowed by honourable words on the mobility of European students within the European higher education area.…”

Section: Europe's Interest For the Other World Regionsmentioning

confidence: 99%

The Bologna Process: A Tool for Europe's Hegemonic Project on Africa

Charlier

Croché

2011

Power and Education

Self Cite

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This article treats the Bologna Process as a tool that European countries used for their hegemonic project on Africa's higher education. It is based on a normative perspective in which it is proposed that the creation of the worldwide higher education area should be a place of knowledge circulation where all scientists can collaborate in a free and open way, and that the ultimate goal of science is to make the world a better, easier and more just place. This article attempts to explain how the Foucauldian concept of 'apparatus' can help us understand the attitude of the European countries with regard to the Bologna Process and why, since 2003, they have not associated African countries with the process despite establishing relationships with other world regions. The article will analyse the long-term disregard of Europe for Africa and will show how and why the attitude of the Bologna Process' actors (especially the European Commission and the European University Association [EUA]) towards Africa has been evolving since 2007. Finally, this article will explain why the 3-5-8 or Licence-Master-Doctorate (LMD) Bologna model's transfer in Africa does not give fair results today. Regulation into the Worldwide Higher Education Area It is difficult to analyse the evolution of higher education policies without normative references, and without a prerequisite definition of what should be the best system of regulation into the worldwide higher education area. The argument in this article follows that of UNESCO (United Nations Educational, Scientific and Cultural Organization). One could consider the expression 'the worldwide higher education area' deliberately provocative, because this area is still under construction and it is uncertain whether it will ever fully exist. However, since the 1970s, UNESCO has been trying to build such an area. It did this initially by the adoption of six regional conventions on the recognition of studies, diplomas and degrees between countries from the same world region; and secondly by the organisation of two world higher education conferences in 1998 and 2009. Some passages of the communiqué adopted at the second conference can be highlighted because they express the position of UNESCO and highlight the social responsibility of higher education that this article supports: higher education has the social responsibility to advance our understanding of multifaceted issues, which involve social, economic, scientific and cultural dimensions and our ability to respond to them. It should lead society in generating global knowledge to address global challenges, inter alia food security, climate change, water management, intercultural dialogue, renewable energy and public health. (UNESCO, 2009, p. 2) All the problems mentioned in the communiqué are global and concern all humanity. We can deduce from this that UNESCO's view is that higher education should be accountable to all humanity rather than to local communities or national authorities. The communiqué specifies that The Bologna Process: a tool ...

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The Bologna Process: The Outcome of Competition Between Europe and the United States and a Stimulus to This Competition

Cited by 14 publications

References 6 publications

Undergraduate Studies in Physical Education in Students' Opinion

Undergraduate Studies in Physical Education in Students' Opinion

Faculty Perspectives on the “3+3+4” Curriculum Reform in Hong Kong: A Case Study

The Bologna Process: A Tool for Europe's Hegemonic Project on Africa

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